2014高考英语一轮 短文改错、信息匹配训练（27）

　　2014高考英语短文改错、信息匹配一轮训练（27）及答案

　　短文改错

　　(201*·河南五校联考)

　　After I finished the school this year, I began to1.________

　　look for work. Now several month later, I still hadn't 2.________

　　found the job that I was interested. Last Sunday morning，3.________

　　I received a phone call from a man calling him Mr. Smith.4.________

　　He said to me on the phone, “I hear you do very well in your5.________

　　studies. I may provide a job for you.” I entered 6.________

　　his office with a beaten heart. How I hoped that I 7.________

　　will go through the job­hunting talk today and he would8.________

　　take me on as a lab assistant. But to my surprised, 9.________

　　what he said disappointing. He only needed a model.10.________

　　答案与解析：

　　1．去掉the　finish school是固定搭配，表示“毕业”。

　　2．month→months　month是可数名词，several暗示应用复数形式。

　　3．interested后加in　be interested in是固定搭配，表示“对……感兴趣”。

　　4．him→himself　calling himself Mr. Smith短语作定语，修饰a man表示“自称Mr. Smith”的男子。

　　5．do→did　根据逻辑可知这里表示毕业前的情况，故用一般过去时。do well in“干得好”。

　　6．√

　　7．beaten→beating　a beating heart“忐忑不安的心”。

　　8．will→would　这里应考虑主从句时态的呼应，故用过去将来时。

　　9．surprised→surprise　to one's surprise是固定搭配，表示“令某人惊讶的是”。

　　10．said后加was　what he said是主语从句，“他的话是令人失望的”。句子缺少系动词。

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　　短文改错

　　(201*·内江、广安模拟)

　　Last Saturday we had a party at home. Dad's friends come1.________

　　along with their families. Since Mom was not at home, Dad2.________

　　and I had to prepare everything, so it turned out such a miracle3.________

　　that they did make it! Everything went perfectly fine.4.________

　　A lot of kids who came that day. I had the most wonderful time5.________

　　with Steven. It was just amazed to find someone so much6.________

　　like me. We had a lot of things by common. The time seemed7.________

　　short to me, and I wished we could have had some more time8.________

　　to continue the conversation. Hopeful we're going on9.________

　　a trip together next summer, and also summer after next.10.________

　　答案与解析：

　　1．come→came　整篇文章为一般过去时，应把come改为came。

　　2．√

　　3．so→but　前后语境为转折关系，应把so改为but。

　　4．they→we　根据上文可知作者使用了第一人称，此处指作者和父亲俩人，因此应把they改为we。

　　5．去掉who　本句为简单句，去掉who。

　　6．amazed→amazing　主语为it，应用amazing作表语，表示“令人惊异的”。

　　7．by→in　固定短语have...in common表示“有……相同之处”。

　　8．去掉had　wish后的宾语从句用虚拟语气，谓语应用情态动词＋动词原形，因此把had去掉。

　　9．Hopeful→Hopefully　副词hopefully放在句首，表示“希望”副词作状语修饰整个句子。

　　10．在also后加the　next summer指明年夏天，the summer after next指后年夏天。

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　　请阅读下列应用文和相关信息，并按照要求匹配信息。先请阅读下列语言学习书籍的插图及提示性文字：

　　A. 10 Quick-Play Folder Games Language

　　Ages: 9-13 Grades: 4-8

　　Address multiple IEP goals with games that engage older students. They will

　　love the quick game format as they target skills to improve language.

　　Outcomes: use all/some/none, formulate true/false statements, compare/contrast

　　items, formulate fact/opinion statements, understand figurative language, and

　　formulate Sentences

　　B. 100%® Curriculum Vocabulary Grades 6-12

　　Ages: 11-18

　　Grades: 6-Adult

　　Align vocabulary instruction with the curriculum and give at-risk students the

　　vocabulary they need for success in the classroom. These lessons progress

　　systematically and give plenty of practice opportunities

　　Outcomes: Use grade-level, curricular vocabulary

　　Experience greater success in the classroom and on tests

　　C. 100%® Grammar

　　Ages: 9-Adult Grades: 4-Adult

　　These energetic grammar activities grab students' attention. A well-designed

　　lesson progression sets the stage for success and builds confidence.

　　Outcomes: Use correct grammar, have confidence in communicating and gain

　　respect

　　 D. 100%® Language Intermediate

　　Ages: 9-14 Grades: 4-9

　　These ready-to-use lessons give your upper elementary and junior high students

　　the practice they need to master language in six skill areas.

　　Outcomes: Improve skills in reasoning, sequencing, cause and effect, problem

　　solving, opinions, and inference.

　　E. 101 Language Activities

　　Ages: 10-18 Grades: 5-Adult

　　Outcomes: Apply language tasks to curriculum content: adjectives,

　　antonyms/synonyms, attributes/functions, categories, comparisons,

　　describing/defining, and paraphrasing

　　F. Augmentative & Alternative Communication Profile

　　Ages: 2-21 Grades: Toddler-Adult

　　According to Tracy M. Kovach, Ph. D, this profile includes everything you need

　　to assess communicative competence and design intervention for the

　　ever-changing needs of people who use AAC systems.

　　以下是关于这些插图的相关说明。请把说明与相关插图及提示性文字匹配起来。

　　. This book helps students understand and use language more effectively and learn to apply language skills to the classroom. Lessons are organized into six language skill areas, each of which consists of 24 one-page activities with teaching suggestions, a progress chart, and a family letter.

　　2. Jingo, 13, likes to play the colorful, coated game boards. It is easy for him to carry, and target the language and vocabulary skills. He gets five double-sided game boards, following the instructions included lots of game variations to keep the games fresh and different each time he plays. A die, game pawns, and answer key make this a ready-to-use, effective therapy and learning tool!

　　3. Tracy M. Kovach, Ph. D. has over 30 years of experience as a speech-language pathologist. She has worked in public schools, clinic and hospital-based programs, and in private practice. Her primary focus has been in the area of augmentative and alternative communication (AAC) systems and intervention strategies for children with complex communication needs and their families.

　　4. The 100% Series boost communication and such grammar activities as clear explanations of grammar rules and numerous examples. Each unit consists of one-page lessons and each page is a teaching tool with a rule, clear examples, and practice items. The expansive content includes nouns, pronouns, adjectives, verbs, adverbs, prepositions etc.

　　5. Say It Again at pages 19-22 in the book. Synonym substitution is a vital metalinguistic skill. Using synonyms correctly allows students to paraphrase and comprehend information successfully. These pages will help students practice identifying synonym pairs in context.

　　参考答案------------DAFCE.

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　　短文改错

　　(201*·郑州质检)

　　We all know that healthy is very important to us. Both1.________

　　study and work depend by strong bodies. Doing sports2.________

　　and games helps us keep strong and healthy. If we do not3.________

　　take any exercise, we may feel tired but get sick easily.4.________

　　There's many different kinds of sports we can do them，5.________

　　such as playing ball games, running, walking and swim.6.________

　　However, now we have too much homework to do in7.________

　　every day. We hope that we'll be giving less homework8.________

　　and have more time take part in sports. We also hope9.________

　　that our school can hold a sports meeting every term. 10.________

　　答案与解析：

　　1．healthy→health　这里是句子的主语，因此用名词形式。

　　2．by→on/upon　depend on/upon是固定搭配。

　　3．help→helps　这句话的主语是动名词短语doing sports and games。动名词短语作主语表示一件事时，谓语动词用第三人称单数形式。

　　4．but→and　feel tired和get sick是并列关系，不表示转折，因此将but改为and。

　　5．去掉them　这是一个定语从句，从句中作动词do的宾语的关系代词that(或which)被省略了，因此them是多余的。

　　6．swim→swimming　应用动名词与前面的running，walking并列，故应用swimming。

　　7．去掉in　every day可以单独作状语，前面不需要加介词。

　　8．giving→given　这里是被动语态，因此用过去分词。

　　9．take前加to　此处考查的是have time to do sth.的结构。

　　10．√

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